observing the intellectual curiosity of english education

Copyright © 2020 The Author IDEAS is licensed under CC-BY-SA 4.0 License

Issued by English study program of IAIN Palopo

46

IDEAS

Journal of Language Teaching and Learning, Linguistics and Literature

ISSN 2338-4778 (Print) ISSN 2548-4192 (Online)

Volume 8, Number 1, June 2020 pp. 46 – 58

Observing the Intellectual Curiosity of

English Education Students in the Class

Arny Irhani Asmin

[email protected]

Computer Engineering, Universitas Cokroaminoto Palopo, Indonesia

Received: 19 March 2020 Accepted: 9 May 2020

DOI: 10.24256/ideas.v8i1.1263

Abstract

Intellectual curiosity also known as epistemic curiosity, it is one of the important abilities

that determines student’s creativity and motivation. There are three main components of

epistemic responses is observed in this study, they are observations, thinking and

consultations. Through classroom observations and interview, the researcher found out

that students need to be encouraged and trained continuously to improve their

intellectual curiosity in the class. Data showed that almost all students were not focused

on paying attention to the teacher explanations, lack of ideas, rarely ask or respond the

questions and not actively participating in group or class discussion. Overall, the students

were passive in developing creative ideas and showing lack of motivation to learn in class.

Thus, teachers are strongly advised to encourage students’ intellectual curiosity in

learning process because curiosity allows students to think creatively, critically, and boost

their academic performance.

Keywords: Intellectual curiosity, epistemic curiosity, English students

Introduction

The quality of education often associated with the teachers. The teacher is the

main focus of the critics of the irregularity of the education system, but on the

other hand the teacher is also the figure most expected to reform the education

level. The teacher becomes the most important link that connects teaching with

hopes for a better education future. However, the quality of Indonesian education

has not met its optimal point. The central factor that spearheads education quality

http://u.lipi.go.id/1457703302

mailto:[email protected]

IDEAS, Vol. 8, No. 1, June 2020

ISSN 2338-4778 (Print)

ISSN 2548-4192 (Online)

47

is the teacher. The best teachers will make the quality of education more advanced.

If education has advanced, then the capacity of this nation will continue towards

the forefront. So that no more and no less, teachers become one of the important

pillars in the advancement of civilization through education. Thus, to produce

professional and qualified teachers, it must start from the beginning when the

teacher still in college as teacher training student.

In the era of the industrial revolution 4.0, the capacity of teachers should

have been up to version 4.0, and even better if it had reached 5.0. Many education

experts agree that one of the 5.0 teacher capacities that prospective teachers

should have Intellectual Curiosity. In Cambridge English dictionary, curiosity

means an eager wish to know or learn about something, it is a desire to learn and

know something. Curiosity is the expression of desire to learn and get knowledge.

It expands the mind and opens it to variant opinions and topics. According to

Kashdan (2007) “curiosity is a pleasant motivational state involving the tendency

to recognize and seek out novel and challenging information and experiences”. In

other word, intellectual curiosity means the ability to think creatively.

In teaching and learning process at schools in Indonesia, students tend to be

passive in communication, very few of them ask questions in class. This

phenomenon generally happens in the classroom from the secondary level up to

college. This issue has attracted the interest of some researchers such as Cholifah,

Hendri & Deswati (2013), Widodo (2012), Khairunisa (2017), Sriyati, Rukmana

and Wahyu (2019), all of them have researched about students' questioning skills.

They agreed that asking questions is closely related to intellectual curiosity,

because by asking students shows their interest and curiosity. Moreover, Rustaman

(2005) has written that asking is one types of skills students must have. A curious

student will ask questions, read and explore, they also tend to think critically as

Ennis (2011) has said that to one of sun-indicators of critical thinking skills is

asking question. Mitchell (2015) writes that “curiosity is a hidden force that drives

learning, critical thinking, and reasoning. Moreover, Mitchell added that it can be

recognized when we observed children exploring their environment,

devouring books and information, asking questions, investigating concepts,

manipulating data, searching for meaning, connecting with people and

nature, and seeking new learning experiences.”

Curiosity encourages students to question everything and dig deeper.

Therefore, teachers are in the perfect position to act as the whetstone to help

students to realize their potential. Thus, one of the capacities that a great teacher

should have in the future is closely correlated with curiosity. Thus, intellectual

Arny Irhani Asmin

Observing the Intellectual Curiosity of English Education Students in the Class

48

curiosity is an essensial elements of the process of learning especially for the

prospective teacher students who will become the future teachers.

This study of intellectual curiosity took place in the University of

Cokroaminoto in Palopo, South Sulawesi. For years, the researcher has taught in

various classes and level as lecturer in faculty of Education and Teacher Training,

the researcher always questioning about student’s curiosity in learning. Even

though various methods and strategies in teaching had been tried but the students

seem less interested in learning, asking questions or expressing opinion during

learning process. On the top of that, this kind of case occurred in all classes.

The centre goal of this study is to figure out the students’ intellectual

curiosity in the classroom. It is important to investigate this issue because these

students are the candidate teachers who are expected to bring changes in the

quality of education in Indonesia.

Intellectual Curiosity

In 1960, Berlyne presented a specific theory of curiosity in his book entitled:

Conflict, Arousal, and Curiosity. His conceptualization of curiosity has been widely

accepted. The term “curiosity” in Colling dictionary means a desire to know about

something. “Curiosity can be defined as the “urge to know more” that manifests

behaviourally in questioning and exploration” (Clerk, 2017). According to

Lindholm (2018), “Curiosity is a wonder of the human mind. It goes to the heart of

modernity as a driving force for leaning, novel insights, and innovation both

individual and communities”. Moura Koutoujian, a career and life coach writes in

the Jody Michael Associates (2018) that “Curiosity involves finding the unfamiliar

in the familiar. She says “Curiosity is not defined by if you are paying attention, but

rather by how you are paying attention.” Moreover, Graham & Helen (2011) argue

that “Curiosity is an aspect of intrinsic motivation that has great potential to

enhance student learning”. In addition, von Stumm, Hell & Chamorro-Premuzic

(2011) states that "Curiosity is basically a hunger for exploration". They say "If

you're intellectually curious, you'll go home, you'll read the books. If you're

perceptually curious, you might go traveling to foreign countries and try different

foods." Both of these, they thought, could help you do better in school. Curiosity

ignites innovations, creativity and expanded personal relationship and other social

benefit because the hunger of mind the more it can be digest.

According to Berlyne in Olson (1986), there are many different types of

curiosity, some of them are Adjustive-reactive curiosity, Conceptual curiosity,

Curiosity about the complex or ambiguous, Diversive curiosity, Epistemic curiosity,




49

Manipulatory curiosity, Perceptual curiosity, Reactive curiosity, Specific curiosity,

State curiosity, Trait curiosity (Olson, 1986). This study focused on Epistemic

Curiosity or Intellectual Curiosity. Epistemic Curiosity refers to "responses through

which knowledge is acquired." There are three main classes of epistemic responses,

and they are:

a. Observation, which includes responses which place the subject in contact with

external situations and which nourish the learning process;

b. Thinking, which includes productive or creative thinking and which puts the

individual in permanent possession of new knowledge; and

c. Consultation, which exposes an individual to verbal stimuli from others and

includes asking questions, writing letters, and reading (Berlyne in Olson, 1986).

Intellectual curiosity describes the desire to learn and understand more about

people, cultures, ideas and concepts. Being a curious is important because you ask

questions, learn from others and look for ways to do better. Intellectual curiosity is

vital for keeping our mind sharp and agile. “Someone who curious has motivation

and invest time to and energy into search of knowledge (Ram, 2016).” If students

show more interest in what teacher doing and saying in the classroom, it indicates

that they care and want to learn and progress.

There are many reasons to embrace intellectual curiosity in the classroom such

as; to encourage meaningful dialogue or discussion between teacher to students or

student to student; to promote mindfulness, curiosity linked to mindfulness

because mindfulness allows students to observe, while curiosity helps students

explore. Intellectual curiosity can also increase collaboration in the classroom, a

sense of curiosity allows students to consider situation from another person’s

perspective, and to collectively inspired innovation. Furthermore, student who has

intellectual curiosity have an inquisitive mindset which helps them to understand

others (Michael, 2018).

Thus, teachers should encourage students’ intellectual curiosity in learning

process because curiosity allows students to think creatively and critically, and

boost their academic performance especially for the students major in education,

because they will be the future teachers which will determine the quality of

education in the future.

Intellectual Curiosity and Future Teacher

Future teacher is the education students who learn in college and chose the

major of education. Students are learnt to develop skills and knowledge to teach

others as a teacher in the future. In Indonesia, the quality of teachers relatively

Arny Irhani Asmin


50

lower compared to other countries like Malaysia and Singapore. Teacher quality

need to be improved and upgraded both knowledge and teaching skills. Ko (2003)

believe that teacher quality is a general term for teacher cultivation process

professional qualification and abilities. Therefore, Horn & Sanders, Wright (1997)

concluded that teacher quality should cover; professional competence, personality,

teacher-student interaction, student problem handling, and performance

responsibility. The researcher personally believed that most of the qualities above

can be achieve if the teachers have intellectual curiosity. To identify student’s

curiosity, teacher can observe from the student activeness in asking questions and

giving opinions.

Curiosity is associated with intellectual and a teacher should be the intellectual

one. However, be an intellectual teacher is not an instant process, it is a lifelong

learning. Teacher needs long-term practice, reflections and comprehensive

expression of teacher’s capacity (Tian, 2007). Therefore, to make the teacher

students get all the qualities of a good teacher, lecturers in education school have to

train and encourage student’s enthusiasm to be more curious in the classroom.

Curiosity is linked with academic achievement and deeper learning of student.

It is a vital aspect of academic performance. Schmitt and Lahroodi (2008) say that

stimulating curiosity is central to education and learning because it is essential for

inquiry and knowledge. Many researchers found that curiosity influence academic

performance. Curiosity closely linked to intelligence and intelligence is important

to academic performance. Von Stumm, Hell & Chamorro-Premuzic (2011) say that

"Teachers have a great opportunity to inspire curiosity in their students, to make

them engaged and independent learners. That is very important”, They also

explains that curious person has the greatest potential for development. As what

Albert Einstein, one of the smartest men in history said “I have no special talents. I

am only passionately curious.”

Method

Through this qualitative research, the experiences of the subjects examined in

their real contexts, that was in the classroom setting.

Subject: the subjects in this study are limited to the English Education students of

the University of Cokroaminoto Palopo (the sixth semester students).

Instruments: In collecting data, the researcher applied participant observation by

using field notes observations and unstructured interview was applied to get




51

details and students confirmations of observations data.

Data Collection: In collecting primary data, the researcher conducted

observations in the classroom. The researcher conducted the observations in her

own class. Researcher observed the student’s intellectual curiosity based on

Berlyne’s theory on epistemic curiosity class responses included observation,

thinking and consultation. Participant observations implemented for six meetings.

While unstructured interview as supporting data is given to clarify what was

happen during classroom meetings. Data is collected by involving 27 students at

the sixth semester at English Language Education Department.

Procedure: Procedure in collecting data from observations were done in a natural

setting. Subjects were free from any control. Learning and teaching process

proceed as usual for six meetings. Subjects were taught by using various methods

such as Total Physical Response, Think Pair Share, Interactive Guessing Games,

Case Study & Group Discussion. After observations, the researcher conducted

interview to confirm issues found in observations. Observations and interview

were based on the Berlyne’s theory on epistemic (intellectual) curiosity class

responses included observation, thinking and consultation.

Analysis of Data: Data is analysed inductively by following these steps;

a. Organized the data, data from observation notes is collected, and data from

interview are arranged, transcribe and label the data and then retrieved

appropriated data.

b. Identified framework, exploratory framework is applied to identify the needed

data. The researcher read again the data to label and define the data needed.

c. Sorted data in framework, after data is identified, the researcher sorted it and

modified the framework.

d. Use the framework data for descriptive analysis, the last step was describing

the data in detail and answer the research questions.

Results

Arny Irhani Asmin


52

The goal of the present research was to figure out the students’ intellectual

curiosity in the classroom. Data were collected through observations and interview.

Observations and interview were based on the Berlyne’s theory on epistemic

(intellectual) curiosity class responses included observation, thinking and

consultation.

To figure out the students’ intellectual curiosity in the classroom, observations

were conducted for six meetings and in a natural setting. As guided in observations,

the researcher elaborated Berlyne’s components into several item statements. The

following table shows the indicators and items statements which observed in the

classroom.

Table 1. Observation Guide

Observation Thinking Consultation

a. Focus on the

explanation

a. Remember the point of

teacher’s explanation

a. Ask questions before

teacher asks

b. Not paying attention b. Analyse the information b. Ask questions after

teacher asks

c. Increase attention

during explanation

c. Creatively merge

information

c. Ask questions if teacher

gives reward

d. Take some notes d. Imaginative/ thinking

new ideas

d. No one asking

questions

e. Actively participating in

class activities

e. Exploring new idea e. Ask new things &

experiences

f. Showing learning

interest

f. Think about contradicting

idea

f. Ask for further

explanation

g. Try to seek as much

information

g. Think about what might

happen

g. Ask for confirmation

h. Discovering new

solutions

i. Actively in giving answer

j. Give lots of questions

k. Asking “How or Why”

At the beginning of class activities, when teacher explained the lesson majority

of students gave attention to the teacher’s explanations. Unfortunately, only some

of them increased attention during explanation and showed learning interest.




53

These students were the ones who have good academic performances in all classes.

The following was the description of what happened in the class.

“Teacher explained the lesson and all students sat quietly and pay

attention. Some of them wrote and took notes during explanations.

Then, teacher asked question to all students “Have you ever been to a

foreign country” and student RP and DM gave a response “No, Ma’am, I

never”. And then, teacher asked the class again “What country would

you like to visit and Why?”, again only student RP and DM gave a

response. Teacher tried to make other students talked “How about you

NY?”, and she said “South Korea”, teacher asked “Why” but NY just

smiled. Then, DM replied “because she loves K-pop Ma’am”.

After class ends, the researcher asked NY “Why didn’t you explain your reason

for liking South Korea?” and h she replied “Eee… actually Ma’am, I want to talk but

it was difficult for me to find the correct vocabulary and I was shame if my friends

laugh at me”, and then I asked her to explain her reason in Indonesian language and

she said “Karena saya suka K-Pop Bu dan saya ingin ke Korea untuk melihat idola

saya” in English “Because I love K-Pop Ma’am and I want to go to Korea to meet my

idol”.

Other things that caught the researcher’s attention was the habits of students

to take picture of the teacher’s Power Point slides rather than taking notes in

notebook. Most of them did not write down the points of teacher’s explanations

and tend to forget what the teacher has explained. As the result, when teacher

reconfirmed the explanation, students cannot explain it at all. They did not

remember teacher’ explanations even though it explained twice.

The researcher asked these students why did they love to take picture of the

slides rather than write it in notebook, they said “I will write it in my book at home

Ma’am”. And then, after a week I saw their notebook and could not find the last

week’s material that they said want to write it at home. It seems like they have low

learning interest both at home and classroom.

The next teaching strategy applied in the class was discussion. In class and

group discussion activities, students are trained to think creatively and critically.

Arny Irhani Asmin


54

The researcher observed that most of them were difficult to analyse the

information, thinking new ideas, and offered a solution. Student who tried to solve

the problem given was the group chairman or the spokesperson of the group. In

group discussion, students are divided into five groups with five students for each

group. Teacher implemented Case Study teaching strategy and gave one different

case that has to be solved by each group.

The following was the description of what happened in group discussion.

“Students read and studied the case; the chairman leaded the members to

give opinion. One of the members started talking but stopped before her

opinion was understood by other members. The chairman said “What do

you mean GL, can you explain it more?” and GL repeated her opinion but

sounded doubtful. “How about you NA?” the chairman looked for another

opinion, and NA responded “I don’t know, just write down what GL has

said”. Other members said “Yes, just write it like that”. The chairman replied

“Yes, but we need more reasons why do we offer this as the solution?” and IS

said “Let’s try searching it on Google?”.

When every groups explained the case and the solutions, only RP, DM, SA, NS

and NB who actively gave responses. Most of the students just listened, and some

of them even checked their social media. Besides that, no one offered contradicting

ideas at all. Overall, group and class discussion not successful in making most of

students active in speaking and thinking.

Related to the third components of Berlyne that was consultation, the

researcher found that only two or three students who actively proposed questions.

However, they only asked after teacher said to ask questions or when teacher

promised to give reward to those who ask and answer questions. DM and RP

sometimes asked for further explanation and confirmation. However, for six

meetings they never asked questions with ‘How or Why’, they tend to asked by

saying “What…” and asked for confirmation by saying “So….”.

Corresponding to the fact found in observations, the researcher came to the

conclusion that the students’ intellectual curiosity needs to be improved and




55

teachers in the classroom have to train students on and on to ignite their curiosity

continuously. By considering that they are the future teachers, they should have

high intellectual curiosity. We hope that these students realize the importance of

being curious intellectually as a lifelong learner.

The goal of this study is to figure out the students’ intellectual curiosity in the

classroom. There were three components of intellectual curiosity as the base

theory of researcher in conducting observations, they are observation, thinking

and consultation.

The results indicated that students’ intellectual curiosity needs to be trained

and improved. There were several issues need to be discussed, the first was there

were only two students (RP and DM) who always raise hand and answer the

questions. These two were them who have good academic performance in all

classes. This finding was in line with what Von Stumm, Hell & Chamorro-Premuzic

(2011) said that “intellectual curiosity or ‘hungry mind’ was a core determinant of

individual difference in academic achievement”. The finding also showed that from

27 students in this class only 2 of them who can be said to have intellectual

curiosity because they were actively observing, thinking and asking during class

hours. As Koutoujian, says in the Jody Michael Associates (2018) that “Curiosity is

not defined by if you are paying attention, but rather by how you are paying

attention”, these 27 students seemed gave attention during teacher’s explanation

but when teacher asked to confirmed their knowledge, they just kept quiet.

However, the researcher understands that it was possible that the student’s passive

in speaking because their limited English skill considering this was English

language class.

Further interesting finding to discuss related to observation of students in the

class was the habits of taking picture of the teacher’s note on whiteboard or Power

Point slides. The researcher think that this method was not effective to remember

the lesson since they did not learn it at home. Therefore, taking notes on teacher’s

Arny Irhani Asmin


56

explanation was better because it forces students to pay attention, focus in class

and help them learn.

The next things were the fact that most of students were difficult to analyse the

information, thinking new ideas, and offered a solution. These things could be seen

during group discussion where only the chairman who was active in sharing ideas.

In other words, the students have a lack of critical thinking skills. As Forte (2019)

says “to be critical thinker, students require curiosity; It requires students to want

to know more, hear more and think more”. Moreover, curiosity ignites innovations,

creativity and expanded personal relationship and other social benefit because the

hunger of mind the more it can be digest. Graham & Helen (2011) argue that

“Curiosity is an aspect of intrinsic motivation that has great potential to enhance

student learning”. Thus, teacher need to ignite the student’s curiosity in the class

continuously, as Schmitt and Lahroodi (2008) said that stimulating curiosity is

central to education and learning because it is essential for inquiry and knowledge.

Furthermore, Von Stumm, Hell & Chamorro-Premuzic (2011) say that “Teachers

have a great opportunity to inspire curiosity in their students, to make them

engaged and independent learners”.

Due to the lack of available data, the result cannot confirm the level of

students’ intellectual curiosity and because the small size of subjects, these results

cannot be generalized. However, the results should be taken into account when

considering how to teach and train students to be more critical and creative in

thinking or to ignite their intellectual curiosity. Moreover, further research is

needed to find more information about students’ intellectual curiosity.

Conclusion

Intellectual curiosity is vital for keeping our mind sharp and agile. As Ram

(2016) says “Someone who curious has motivation and invest time to and energy

into search of knowledge”. Thus, it is important to teach and train our students to

ignite their curiosity, in this case intellectual curiosity in classroom. To our




57

knowledge, these results can be a window for us to see and aware about the

importance of being curious, not only for students but also for teachers. As Einstein

said “The important thing is not to stop questioning, curiosity has its reason for

existence”.

References

Ayşegul, Ogr & Takkaç Tulgar, Aysegul. (2018). The effects of curiosity on second

language learning in terms of linguistic. Journal of Social-Cultural and

Pragmatic Development, pp. 59-72.

Budiharto, R., & Amalia, L. Motivation behind Indonesian Undergraduates Learning

English as a Target Language. IDEAS: Journal on English Language Teaching

and Learning, Linguistics and Literature

doi:https://doi.org/10.24256/ideas.v7i1.714.

Clark,S. (2017). Cultivating classroom curiosity: a quasi-experimental, longitudinal

study investigating the impact of the question formulation technique on

adolescents intellectual curiosity. (Unpublished Doctoral Dissertation) Boston

University.

Chin, C. & Osborne, J. (2008). Students’ question: a potential resource for teaching

and learning sciences. Studies in Science Education. 44(1). Pp. 1-39

Cholifah, S., Hendri, W., & Deswati, L. (2013). Analisis faktor-faktor penyebab

kesulitan siswa dalam mengungkapkan pertanyaan pada proses

pembelajaran biologi kelas VII SMP Bunda Padang. E-Journal Universitas

Bung Hatta. 2 (4), pp. 11. Retrieved from

http://ejurnal.bunghatta.ac.id/index.php?journal=JFKIP Elizabeth, E., & Ena, O. (2019). Intrinsic and Extrinsic Motivation of English Education Graduation

Students Batch 2018 in Accomplishing Academic Performance. IDEAS: Journal on English

Language Teaching and Learning, Linguistics and Literature, 7(2).

doi:https://doi.org/10.24256/ideas.v7i2.997.

Ennis, R.H. (2011). The nature of critical thinking: an outline of critical thinking

dispositions and abilities. University of Illinois. Retrieved from

https://education.illinois.edu/

Forte, Jay. (2019). Curiosity and Critical Thinking. The Forte Factor

Pluck, Graham & Johnson, H.. (2011). Stimulating curiosity to enhance learning.

GESJ: Education Science and Psychology. 2 (19) pp. 24-31

Kashdan, Todd & Steger, Michael & Breen. (2007). Curiosity. Encyclopedia of Social

Psychology, Chapter: Curiosity, (pp.81-94). Sage Publications.

Khairunisa, I.A. (2017). Peningkatan kemampuan bertanya dan penguasaan konsep

peserta didik melalui penerapan question formulation technique pada

materi virus dan bakteri. (Unpublished Master Thesis). Bandung: Universitas

https://doi.org/10.24256/ideas.v7i1.714

https://doi.org/10.24256/ideas.v7i2.997

https://education.illinois.edu/

Arny Irhani Asmin


58

Pendidikan Indonesia.

Ko,H.Y. (2003). A study of the constructive of the quality management system for

elementary and secondary school teacher in Taiwan. (Unpublished Master

Thesis). Institute of Education of Nasional Sun Yat-Sen University, Taiwan.

Lindholm, M. (2018). Promoting curiosity? Sci & Educ. 27 (1002).

Doi.Org/10.1007/S11191-018-0015-7. Retrieved from

https://link.springer.com/

Mitchell, Marilyn. P. (2015). Curiosity: the force within a hungry mind. Edutopia.

George Lucas Educational Foundation.

Michael, Jody. (2018). 7 Benefits of intellectual curiosity (in case you were

wondering) Jody Michael Associates. Retrieved from www.jodymichael.com

Olson, Eloise. (1986). Measurement of curiosity in junior high school students.

(Retrospective Theses and Dissertations). Capstones: Lowa State University.

Rustaman, N., Dirdjosoemarto, S., Adi Yudianto S., Achmad Y., Subekti R,

Rochintaniawati D, Nurjhani. (2005). Strategi belajar mengajar biologi.

Malang: UM Press.

Schmitt F & Lahroodi R. (2008). The epistemic value of curiosity. Educational

Theory, 58 (2) pp.125-48. https://doi.org/10.1111/j.1741-5446.2008.00281.x

Tian, Huiseng. (2007). Educational wisdom and intellectual teacher are called on

by the times. Front Education China. 2 pp.119-132

Von Stumm, S., Hell, B., Chamorro-Premuzic T. (2011) The hungry mind:

intellectual curiosity is the third pillar of academic

performance. Perspectives on Psychological Science. 6 (6) pp. 574

DOI: 10.1177/1745691611421204

Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom context

effects on student achievement: implications for teacher evaluation.

Journal of Personnel Evaluation in Education, 11 (1) pp. 57-67.

Widodo, P. (2012). Meningkatkan motivasi siswa bertanya melalui metode

snowball throwing dalam pelajaran pendidikan keawarganegaraan. Jurnal

Pendidikan Penabur. 13 (8) pp. 42- 55

https://link.springer.com/

https://doi.org/10.1111/j.1741-5446.2008.00281.x

http://dx.doi.org/10.1177/1745691611421204

observing the intellectual curiosity of english education

Documents